Warm Demander Pedagogy

F, Ware

doi:10.1177/0042085906289710

Cited by 255 publications

(75 citation statements)

References 26 publications

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“…Participants' descriptions of teacher practices aligned with the profile of a "warm demander", a teacher who develops strong interpersonal relationships while also demanding high levels of academic work (Bondy & Ross, 2008;Hammond, 2015;Kleinfeld, 1975;Ware, 2006). When a learner engages in challenge, or productive struggle, the brain increases its ability to process complex information.…”

Section: Before I Even Came To Ucap I Was Just On the Bad Road … My mentioning

confidence: 99%

“…In contrast, it is important for educators to build their understanding of complex characteristics of diverse racial, ethnic and cultural groups, the complex ways in which race, ethnicity, language, and social class interact to influence student behavior, and the sociopolitical context in which schools operate (Banks et al, 2001;Gay, 2000;Hammond, 2015;Kleinfeld, 1975;Pollock, 2008;Ware;2006). The school might further amplify its practice of "embracing diversity" by examining student performance and engagement by subgroup to identify and address equity gaps, especially for the two groups highlighted in the quantitative data as having significantly lower UCAP outcomes (males and students receiving Special Education Services).…”

Section: Every Monday They Can Set a Goal For Something Which You Wanmentioning

confidence: 99%

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Evolving an Accelerated School Model through Student Perceptions and Student Outcome Data

Braun¹,

Gable

Billups

et al. 2016

JEI

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A mixed methods convergent evaluation informed the redesign of an innovative public school that uses an accelerated model to serve grades 7-9 students who have been retained in grade level and are at risk for dropping out of school. After over 25 years in operation, a shift of practices/policies away from grade retention and toward social promotion required the school to adapt their model to best served students with high risk factors for dropping out of school who have been socially promoted, rather than retained in grade level. This study provided the qualitative (perspectives of former students (N = 8) and quantitative (demographic and outcome variables for students (N = 164) who completed the program between 2007-2009) data to ground the evolution of the school model. Five critical aspects of the school model emerged from the former students: teacher as warm demander, diverse and creative practices, being one community, student self-efficacy, and upholding diversity and equity. Quantitative analyses revealed the key finding that the number of times a student accelerated to the next grade in their courses was a positive predictor of all the high school outcomes studied. Data mixed during interpretation generated recommendations to continue strong practices and strengthen the following: have students set, monitor, and share progress; increase clear and high expectations; engage the adult community in setting, tracking and assessing goals; and increase culturally competent practices. These findings can also be used by schools serving students who may be at risk for dropping out of school.

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Section: Before I Even Came To Ucap I Was Just On the Bad Road … My mentioning

confidence: 99%

Section: Every Monday They Can Set a Goal For Something Which You Wanmentioning

confidence: 99%

Evolving an Accelerated School Model through Student Perceptions and Student Outcome Data

Braun¹,

Gable

Billups

et al. 2016

JEI

View full text Add to dashboard Cite

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“…Moreover, EI could also be used to foster the development of students' diverse interests. By providing additional instruction based on students' interests, teachers have the chance to more carefully respond to students' cultural backgrounds and learning needs [28,29].…”

Section: Preteaching and Extended Instructionmentioning

confidence: 99%

Realist Review of Literature on Catering for Different Instructional Needs with Preteaching and Extended Instruction

Smets

Struyven

2018

Education Sciences

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This literature review focuses on achieving educational equity through catering for differences in students' instructional needs. In heterogeneous classes the need for tailored direct teacher instruction is dependent upon students' instructional needs. Realist review methodology is used to study how instructional strategies can add to catering for students' different needs. The focus lies on two proactive strategies in which teachers cater for these differences, namely preteaching and extended instruction. The aim of this realist review is to verify how preteaching and extended instruction may contribute to catering for students' different instructional needs. It is noticed that the complexity of differentiated teaching is not always reflected in studies on preteaching and extended instruction. The focus of many studies lies in measuring learning progress in a linear and fixed way for a selected group of students which is not aligned with theory on differentiated instruction which suggests cyclical teaching processes. To respond to students' needs ongoing monitoring of cognitive and affective indicators of learning is needed. Implications for theory and practice are discussed.

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“…Culturally responsive teachers' are purposefully responsiveness to students' cultures, learning styles, knowledge, and histories (Ware, 2006). Culturally responsive teachers warmly demand student engagement and participation in academic learning to increase their social and political awareness inside and outside of the classroom (Monroe, 2006).…”

Section: Culturally Responsive Pedagogy Theorymentioning

confidence: 99%

The Story of Drama Club: A Contemporary Counternarrative of a Transformative Culture of Teaching and Learning for Disenfranchised Black Youth in the School-to-Prison Pipeline

Pane¹

2015

REMIE

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This study explored a contemporary counternarrative of Drama Club, a transformative culture of teaching and learning for disenfranchised Black youth who had been systematically funneled out of classrooms and into the school-to-prison pipeline. Auto/biographical and auto/ethnographical data were collected and assembled as a metaphor of the teachers’ and students’ experiences in Drama Club and their understanding of the teaching and learning process and of themselves within it. The collective story of Drama Club was analyzed through the lens of culturally responsive pedagogy theory and critical race theory in education. Implications for future research and teacher education that set out to impact disenfranchised students are included.

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Warm Demander Pedagogy

Cited by 255 publications

References 26 publications

Evolving an Accelerated School Model through Student Perceptions and Student Outcome Data

Evolving an Accelerated School Model through Student Perceptions and Student Outcome Data

Realist Review of Literature on Catering for Different Instructional Needs with Preteaching and Extended Instruction

The Story of Drama Club: A Contemporary Counternarrative of a Transformative Culture of Teaching and Learning for Disenfranchised Black Youth in the School-to-Prison Pipeline

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